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Formation and development of professional and pedagogical competence of teachers in England and Denmark


process of developing the professional-pedagogical competence of university professors.

The Strategy for the Development of Education of Poland for 2007-2013 laid down the basic principles and tendencies of forming the professional and pedagogical competence of teachers of higher education institutions, which was grounded in particular with the development of a flexible educational system capable of adapting to changes related to the progress in science, new technologies and globalization, as well as the positive changes in the international educational process that have been associated with the implementation of a transparent system of professional qualifications; creating a unified system for recognition of teachers' professional qualifications6.

Thus, the professional and pedagogical competence of the teacher of ZVO determined the goals in the process of his retraining from the whole course of disciplines necessary for the ability to build the educational process vividly, emotionally, interestingly; select the content and appropriate equipment for training;

teaching material is accessible, clearly, clearly, convincingly; to develop the necessary didactic material for training with students.

The analysis of the leading European experience in the development of professional and pedagogical competence of teachers in the field of higher education showed that:

 a clear orientation of the state policy of the leading European countries on the development of the necessary potential of the teachers of the HEA;

 legal and regulatory framework to support and integrate their professional development;

 sound guidelines and results of the programs of their professional retraining for work in the HEA.

2. Formation and development of professional and pedagogical competence of

continuous professional development of the teacher; understanding of the context of higher education, application of professional practice.

Recently, in order to increase the level of professional and pedagogical competence of the teacher of HEA, there is a process of active implementation of the online learning model, which involves the widespread use of local and global computer networks in the structure of the British Open University. Online online contact enables the teacher to quickly send questions and get the necessary advice.

There are three types of courses to enhance the professional and pedagogical competence of teachers based on the active use of information and communication technologies (ICT): Web-intensive – the online learning process is fully online; Web- focused – it is intended to use ITC as a compulsory element of the required advanced training program; Web-enhanced – providing free access to electronic services, according to which does not necessarily require the teacher to be online.

This scheme has developed in other English universities in the course of long historical development and today remains one of the most popular forms of advanced training of teachers and their professional and pedagogical competence.

At the present stage of development of professional pedagogical competence of teachers call in Denmark among scientists increased active search for new models of its formation. They were directed to develop requirements, which would promote the efficient solution of this fundamental problem by deepening the connection of theory and practice in the process of professional activity of a teacher in high school. The main requirements to their academic work and development of this competence has been determined, the deepening of professional thinking of the teacher with emphasis on its pedagogical reflection, self-awareness, a harmonious combination of critical and creative understanding of the principles of effective activity of the ZVO, which allow him to understand any teaching situation and instantly find the right solution7. Conclusions

Thus, on the basis of the theoretical analysis of foreign experience of the development of professional and pedagogical competence of teachers for their work in the higher education system, we can distinguish the main aspects of the implementation of this problem:

- obligatory connection of standards of pedagogical training of these specialists with the standards, which are defined in the normative legal norms of carrying out the educational process in ZVO;

- in the selection of the required subjects that are required be connected with their pedagogical activities, taking into account the necessary issues of pedagogy and didactics.

The professional and pedagogical competence of a teacher should be understood as having not so much amount of knowledge and experience as the ability to actualize the accumulated knowledge and skills at the right moment to use them in the course of the exercise of their professional functions in higher education.

7 Rolyak A.O. Pidhotovka navchatelya v Daniyi / A.O. Rolyak. – Kam poshyrenetsʹ -Podilʹsʹkyy:

FOP Sysyn O.V. – 2010. – 48 s.

Myroslav Kryshtanovych, Michał Gołoś

Studying foreign experience is, in our opinion, important, but there is a need for theoretical substantiation and experimental verification of a promising model for the development of professional and pedagogical competence of teachers of higher education institutions in the European Union.


Achieving an adequate level of professional and pedagogical competence of Ukrainian teachers of HEA in modern conditions requires the need to use foreign experience in the field of pedagogical activity. This requires in-depth and comprehensive analysis and dissemination of good practice and new educational strategies in the global community.

The study of this experience opens new opportunities for improvement of the process of professional and pedagogical competence of teachers of the HSE of Ukraine. In this context, the progressive achievements of countries demonstrating a high level of teacher-pedagogical competence of teachers in accordance with world standards, which have rich historical traditions of education, have accumulated considerable experience in the field of teacher training and retraining in new sociocultural conditions.

It should be noted that in the Western European countries, the main requirement for the level of development of this competence was focused on the qualities of the teacher, such as the ability to independently find ways to solve complex tasks, independently to acquire new knowledge, skills, skills, to have a positive self-image;

ability to communicate harmoniously with students, ability to comfortably work in a team. Experts from the European Union countries have defined the teacher's pedagogical competence primarily as an "ability to apply knowledge and skills" that ensures the active use of learning achievements in new situations.

Today, most European countries are conducting a thorough debate on how to equip the ZVO teacher with the necessary skills and knowledge to ensure that his or her professional and pedagogical competence is adequate and appropriate. That is why they believe that in this process it is important to understand the concept of this competence in pedagogical science and practice. It was necessary to determine how it needed to be developed so that it could become a necessary criterion for working in the ZVO. For this purpose it was important to take into account, first of all, the pedagogical abilities of the teacher of ZVO, his individual-psychological features, the level of application of the acquired pedagogical experience, etc.

Keywords: education, higher education institution, countries of the European Union, Ukraine.


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13. Rolyak A.O. Pidhotovka navchatelya v Daniyi / A.O. Rolyak. – Kam poshyrenetsʹ -Podilʹsʹkyy: FOP Sysyn O.V. – 2010. – 48 s.

Myroslav Kryshtanovych, Michał Gołoś

Ganna Koval, Doctor of Public Administration, Professor, Head of the Humanities and Social Work Department of the Lviv State the University of Life Safety To the problem of adaptation

Gifted children of junior high school to study

Beginning of schooling is a stressful situation in the life of a child, because it involves the need to adapt to new microsocial conditions. This process is accompanied by various shifts in the functional state and to a large extent affects the psycho-emotional area of health. The success of the child’s ability to socialize, the effectiveness of his or her learning and further social activity depends to a great extent on the welfare of the adaptation period during the admission to school. That is why the issue of junior students having to adapt to the new school environment does not loose its relevance and are constantly in the center of scientific research.

The problem of adapting a child to school was and remains the subject of close attention of many teachers, psychologists, and doctors. In particular, the results of scientific research on the nature of adaptability / disadaptation, the factors of their determination, and the specifics of manifestation contribute to the clarification of certain aspects of it, as is illustrated in the writings of such authors as G. Gandzilevskaya, I.

Dubrovina, I. Zagurskaya, V. Kagan, O. Kulchytska, A. Leskova-Savitskaya, O.

Marinushkina, R. Ovcharova, N. Samokina, A. Furman; The issue of the relationship between the child's psychological preparation and the school's adaptation to education was studied by L. Božovich, L. Wenger, N. Gutkina, V. Davydov, O. Proskura;

Emotional development of children of preschool and junior school age was studied by O. Kononko, O. Kulchytska, V. Mukhina, P. Yakobson; various aspects of the problem of adaptation of gifted children to schooling were reflected in Sh. Amonashvili, O.

Antonova, D. Bogoyavlenskaya, O. Kulchytska, O. Matyushkina, O. Savenkova, V.

Shadrikova, N. Shumakova and others in scientific investigations.

While pointing out the significant contribution of the named scientists to the development of the problem, it should be noted that their creative work is focused on the individual theoretical aspects of the problem. However, at the practical level the issues of the adaptation of gifted children of junior school age to study in modern pedagogical science, remains unresolved

The purpose of the paper is to provide a theoretical substantiation of the process of adaptation to gifted children of elementary school age and to highlight these particular problems and prospects for its improvement.